This study examined the association between school climate and bystander responses to bullying. Participants included 26,176 secondary students (grades 8–12; 13,224 girls) from 76 schools across Western Canada, who were asked to complete a self-reported, district-wide, school-based survey. Results from a contextual effects model in a two-level multilevel modeling framework revealed that certain aspects of school climate significantly predicted different types of bystander behaviors. Specifically, greater student reports of school safety, adult support/respect, adult responsiveness, and adult/student acceptance of diversity predicted more active intervening behaviors. In addition, greater student perceptions of school safety, adult support/respect, and adult acceptance of diversity predicted less avoiding or neglecting behaviors. Interestingly, peer support, school belonging, student acceptance of diversity, and provision of opportunities were negatively related to seeking support from adults. This study underscores the unique and critical role of school climate on bystander behaviors among adolescents.

中文翻译：

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学校氛围和旁观者对欺凌的反应

本研究考察了学校氛围与旁观者对欺凌的反应之间的关联。参与者包括来自加拿大西部 76 所学校的 26,176 名中学生（8-12 年级；13,224 名女生），他们被要求完成一项自我报告的、全区的、以学校为基础的调查。两级多级建模框架中的情境效应模型的结果表明，学校气候的某些方面显着预测了不同类型的旁观者行为。具体而言，学生对学校安全、成人支持/尊重、成人反应和成人/学生对多样性的接受程度越高，预测的干预行为就越积极。此外，学生对学校安全、成人支持/尊重和成人对多样性的接受程度越高，避免或忽视的行为就越少。有趣的是，同伴支持、学校归属感、学生对多样性的接受度和机会的提供与寻求成年人的支持呈负相关。这项研究强调了学校氛围对青少年旁观者行为的独特和关键作用。